How does student-centered learning change the pupil-teacher working relationship? And what do we know about the longterm benefits of the educational approach? We’ll hear from a student who has graduated from a school that was an early adopter of student-centered learning, as well as a student and teachers currently using it in their classrooms.

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If teachers and principals want students on center stage in their classrooms, they’ll first have to do a lot of work backstage. However, as a panel of teachers and students told attendees at EWA’s recent National Seminar in Chicago, the return on investment can be substantial.

When Revere High School, outside Boston, began moving to a more student-centered approach, the educators didn’t expect an overnight miracle.

EWA’s National Seminar will gather some 500 journalists, experts, and supporting community members for dozens of sessions, including standalone speakers, panel discussions, how-to workshops, and visits to sites of interest. With its focus on financial issues, the National Seminar will arm attendees with new ideas for compelling stories on everything from salary schedules and bond issues to the burdens on families struggling to pay for preschool or college.

At its core, “student-centered learning” is the idea that each student is an individual who learns in unique ways. Students come to school with prior knowledge, educational experiences, trauma, attitudes, interests, preferences, strengths and weaknesses unique to their lived experiences. At their best, student-centered approaches give students agency over their learning so they are active participants in the process, rather than empty vessels to be filled.

Student-centered learning is gaining ground nationally as a strategy to rethink classroom instruction, setting new expectations for schooling as a collaborative effort. The approach is seen as holding great potential, but also poses significant challenges for teachers and students alike.

What does it look like in practice? What does research suggest are the key elements for making it successful? How can reporters evaluate whether the programs in their own communities are of high quality?